Content Outline and Competencies:

I. Transitioning to College Life

A. Describe how academic, social, and personal expectations in college differ from high school.

B. Identify strategies for adapting to the challenges of the college environment.

C. Explain the importance of building a success-oriented mindset.

II. Academic and Career Planning

A. Create academic goals using the SMART framework.

B. Develop a basic academic plan using curriculum mapping tools.

C. Identify steps to align academic plans with long-term career goals.

D. Describe how to effectively use academic advising for planning and decision-making.

III. Student Rights, Responsibilities, and Campus Resources

A. Identify key student rights, such as academic freedom, access to resources, and fair grading.

B. Explain student responsibilities including academic integrity, attendance, and class participation.

C. Describe how to access and utilize key campus resources, such as advising, tutoring, counseling, and technology services.

IV. Professional Communication in Academic Settings

A. Explain how to communicate professionally with professors, advisors, and peers.

B. Participate respectfully in academic discussions and group settings.

V. Personal Wellness and Time Management

A. Apply strategies to manage time and balance academic, personal, and social commitments.

B. Identify habits that promote physical and mental well-being, such as sleep, exercise, and nutrition.

C. Recognize common stressors in college and describe techniques for managing stress and anxiety.

Content Outline and Competencies:

I. Transition to College

A. Explore the expectations and responsibilities of a college student.

B. Compare high school vs. college academic and personal demands.

C. Identify and use campus policies and procedures.

D. Apply strategies for adjusting to college life.

E. Explore campus resources.

II. Goal Setting and Academic Mindset

A. Define and apply the SMART goal framework.

B. Distinguish between short-term and long-term goals.

C. Examine concepts of motivation, grit, and resilience.

D. Reflect on personal challenges and strategies for growth.

III. Time Management and Academic Success Strategies

A. Create and maintain a weekly and semester-long schedule.

B. Apply prioritization strategies to manage competing responsibilities.

C. Demonstrate effective note-taking, reading, and test-taking techniques.

D. Identify individual learning preferences and adapt study techniques accordingly.

IV. Communication and Professionalism

A. Communicate effectively with instructors, advisors, and peers.

B. Participate in class discussions and collaborative settings.

C. Model respectful and responsible behavior in academic contexts.

V. College Resources and Student Advocacy

A. Navigate academic advising, library, tutoring, and learning centers.

B. Access and evaluate support services (health, counseling, financial aid).

C. Use campus portals and online tools for registration, grades, and assignments.

D. Advocate for academic and personal needs through appropriate channels.

VI. Financial Literacy

A. Develop and manage a realistic college student budget.

B. Understand key financial concepts: credit, debt, savings, and interest.

C. Navigate financial aid processes including FAFSA, scholarships, and loans.

D. Make informed financial decisions relevant to student life.

VII. Self-Care and Wellness

A. Recognize physical, emotional, and mental health needs.

B. Implement healthy habits related to sleep, nutrition, and exercise.

C. Use stress reduction techniques and identify sources of support.

D. Create a personal wellness and self-care plan.

VIII. College Degree and Major Exploration

A. Identify the differences between associate, bachelor's, and advanced degrees.

B. Explain the general education, major, and elective components of a college degree.

C. Differentiate between a major and a minor and describe their roles in an academic program.

D. Identify strategies for selecting or changing a major based on interests, strengths, and academic performance.

E. Research academic majors and associated career pathways.  

F. Align personal strengths and values with career goals.

IX. Academic Planning and Final Portfolio

A. Map out a personalized multi-semester academic plan.

B. Identify key academic milestones, prerequisites, and electives.

C. Integrate academic, career, and personal goals.

D. Compile and present a final success portfolio with reflection and planning documents.

Content Outline and Competencies:

I. Foundations of Personal Leadership

A. Define leadership and explain its relevance to personal, academic, and professional success.

B. Describe how experiences, mindset, and motivation shape individual leadership approaches.

C. Reflect on personal strengths and areas for growth related to self-leadership.

II. Core Principles and Self-Assessment

A. Utilize self-assessment tools to identify values, strengths, and guiding principles.

B. Analyze how personal principles influence choices, communication, and relationships.

C. Apply self-assessment results to develop a personal leadership vision.

III. Goal Setting and Strategic Planning

A. Develop short- and long-term SMART goals aligned with academic and career aspirations.

B. Design action plans with measurable outcomes and realistic timelines.

C. Create a progress plan and adapt goals to maintain focus and motivation.

IV. Decision-Making Models and Applications

A. Examine structured decision-making models and explain their relevance to personal leadership.

B. Apply decision-making models to academic and life decisions to evaluate outcomes and consequences.

C. Reflect on takeaways from implementing decisions and adjusting strategies.

V. Relational Leadership

A. Define emotional intelligence and its role in effective leadership.

B. Practice active listening and respectful feedback to build trust and understanding.

C. Demonstrate empathy and self-awareness during interpersonal interactions.

VI. Growth Mindset and Leadership Resilience

A. Identify characteristics of a growth mindset and its connection to leadership success.

B. State and apply growth mindset strategies to respond constructively to feedback and challenges.

C. Reflect on the relationship between resilience and ongoing leadership development.

VII. Personal Leadership Plan

A. Synthesize course learning into a comprehensive personal leadership plan.

B. Integrate self-assessment results, leadership principles, and growth mindset strategies.

C. Create a personal and professional plan as a guide for continued leadership development.

Content Outline and Competencies:

I. Psychological Theories Important in the Career and Life Planning Process

A. Describe Donald Super’s self-concept theory of career choice.

B. Explain John Holland’s personality characteristics model of career choice and summarize the six Holland environments.

C. Summarize the levels of Maslow’s hierarchy of needs and demonstrate how they apply to career development.

D. Summarize Carl Jung’s theory of psychological types and demonstrate how the theory applies to career development.

II. Self-Assessment Results and Personal Work Personality Profile

A. Identify personal work interests and explain their relevance to career satisfaction.

B. List and evaluate functional, transferable, and content-specific skills.

C. Assess personal strengths in working with data, people, things, and ideas.

D. Identify adaptive self-management skills and evaluate areas for growth.

E. Select preferred skills to prioritize in future career planning.

F. Identify personal values and explain their influence on career and lifestyle decisions.

G. Compare personal values to potential career environments to assess alignment.

III. Career Choices

A. Describe a general decision-making model for defining a problem, generating solutions, evaluating solutions and selecting the best solution.

B. Compare career decision making to the decision making model.

C. Select the career that best matches one’s own work personality profile as a tentative or definite career goal.

IV. Career Choice Goals and Action Plan 

A. Define personal career and life goals.

B. Outline key steps in goal setting, including tradeoffs, high aspirations, rewards, and timelines.

C. Identify a specific career goal.

D. Create an action plan with clear objectives.

E. Establish timelines for achieving objectives.

F. Anticipate potential obstacles.

G. Develop strategies to overcome obstacles.

V. Important Facets of the Job Search

A. Describe the parts of a resume.

B. Select an appropriate resume format for one’s own career goal.

C. List sources for job leads.

D. Describe the do’s and don’ts of effective job interviews.

E. Demonstrate effective professional networking strategies.

F. Utilize digital tools to research careers, explore opportunities, and manage the career planning process effectively and ethically.

Content Outline and Competencies:

I. Core Components of Life Design

A. Practice radical acceptance and self-expression.

B. Discover and employ tools for self-understanding.

C. Create fearless mission statements.

D. Identify life influences and consider life paths.

II. Life Goals

A. Research options for life choices.

B. Formulate a list of goals.

C. Create stretch goals and subgoals.

D. Determine life design choices that foster your happiness.

III. Resiliency

A. Identify key psychological, social, and biological factors in grit.

B. Apply lessons from positive psychology to personal and professional lives.

C. Practice research-tested techniques for boosting resiliency.

IV. Choices

A. Examine options for career and personal life exploration.

B. Formulate list of life options: 5 years, 10 years, 20 years.

C. Research in areas of interest for life trajectories.

V. Life Design

A. Describe the steps of effective life design.

B. Apply the steps of life design to create individual pathways.

C. Practice life design plans for learning experiences.

VI. Prototypes

A. Appraise major life events to create plans.

B. Apply the steps of life design to prototype planning.

C. Evaluate the efficacy of prototype plans.

VII. Adapting Life Design Plans

A. Discuss factors that may require life design adaptations.

B. Summarize research and readings for adaptations.

C. Specify tools and skills for responding to change.

VIII. Networking and Social Connection

A. Describe the purpose and makeup of a personal network.

B. Build resources to cultivate a personal and professional network.

C. Formulate a personal board of directors.

D. Explain the purpose of personal connection.

Content Outline and Competencies:

I. Career Planning Process 

A. List the steps in the career planning process.

B. Summarize one’s own career interests, values and skills.

C. Describe appropriate career goals for one’s own self.

II. Resumé Development

A. Identify traditional, functional, and combination resumé formats.

B. Select appropriate resumé format for one’s own goals.

C. State career goal appropriately as a job objective.

D. List accomplishments, work experience, and education.

E. Write a resumé reflecting one’s own work and educational history.

F. Demonstrate ability to write an electronic resumé.

III. Business Communications

A. Complete sample employment applications appropriately.

B. Compose a resumé cover letter.

C. Write appropriate thank-you letters and acceptance letters.

D. Choose appropriate paper, letterheads and formats.

IV.  Job Leads Research

A. List methods of obtaining job leads.

B. Compile one’s own list of networking contacts.

C. Investigate companies of interest.

D. Produce an internet job lead search.

V.  Job Interview Techniques

A. Explain traditional job interviewing.

B. Explain behavioral job interviewing.

C. Demonstrate skill proficiency in a “mock” interview.

D. List the stages of a job interview.

VI. The Changing Nature of the Workplace and Planning for Job Success

A. Summarize projected general changes in the future workplace.

B. Explain projected changes in one’s own specific career field.

C. Devise strategies for meeting changes.

D. List important factors in personal job success.

Content Outline and Competencies:

I. Time Management and Academic Planning
 

A. Explain and apply weekly and semester-long scheduling techniques.
 

B. Use prioritization strategies to balance athletics and academics.  

II. College Stress and Wellness
 

A. Identify sources of stress unique to student-athletes.
 

B. Demonstrate techniques for managing physical and mental stress.
 

C. Evaluate and incorporate wellness strategies into daily routines.  

III. Effective Notetaking
 

A. Compare and apply various notetaking formats (e.g., 2-column, Outline, Mapping).
 

B. Select and use appropriate notetaking methods for different academic settings.  

IV. Academic Integrity
 

A. Apply proper formatting to written assignments.
 

B. Explain the role of citation in maintaining academic integrity.  

V. Test-Taking Strategies
 

A. Use preparation and study techniques for various types of exams.
 

B. Apply time management and confidence-building strategies during tests. 

VI. Leadership and Professionalism


A. State leadership competencies for student-athletes.

B. Demonstrate leadership in academic and athletic group settings.


C. Exhibit professionalism through respectful and responsible behavior.  

VII. Building Relationships and Communication
 

A. Develop communication skills for interacting with faculty, coaches, and advisors.
 

B. Utilize effective mentoring relationships and support networks.

Content Outline and Competencies:

I. The Vicious Cycle; Interaction of Poor Math Self-Image; Math Deficiency, Math Avoidance, and Math Myths

A. Identify math related attitudes.

B. Discuss the "vicious cycle."

C. Discuss the ABC triangle of math:

1. Affective

2. Behavioral

3. Cognitive

D. Math Myths

1.  Identify math myths.

II. Math Time Management

A. Discuss math time management.

B. Plan a study schedule.

III. Three-Step Process and Math Levels of Thinking Skills

A. Use the three-step process:

1. Math situation

2. Self-talk

3. Emotional reaction

B. Explain math levels of thinking skills:

1. Knowledge

2. Understanding

3. Application

4. Analysis

IV. Math Textbook Strategy - Making Connections

A. Use math textbook strategy.

B. Relate new concepts to those already learned.

C. Recognize relationships among concepts.

V. Lecture Preparation

A. Preview using math textbook strategy.

B. Review previous class information.

VI. Lecture Strategy

A. Use two-column format for note-taking.

B. Use summary technique.

VII. Math Homework Strategy I

A. Make math note cards:

1. Information/vocabulary

2. Procedure, formula, rule

B. Use math note cards to do homework assignment.

VIII. Math Homework Strategy II

A. Make math note cards:

1. Warning

2. Quiz

3. Summary

B. Review homework.

IX. Word Problems

A. Examine math word problem strategy.

B. Apply word problem strategies.

X. Math Test-Taking Skills

A. Use math test-taking skills.

B. Analyze test errors.

C. Use test error analysis technique.

XI. Responsibility for One's Own Learning

A. Explain the ABC triangle of math.

B. Discuss locus of control.

C. Review the math strategies.

XII. Synthesis of the Math Strategies

A. Review math strategies

B. Apply the math strategies in a final project.

Content Outline and Competencies:

I. Discipline-Specific Text Strategies

A. Demonstrate appropriate annotation and notetaking strategies.

B. Summarize main ideas and details.

C. Apply a variety of individualized discipline-specific comprehension strategies.

II. Reading Purpose

A. Set and evaluate purposes for reading.

B. Differentiate strategy application to fit purposes.

III. Stages of the Reading Process

A. Preview the text and make predictions. 

B. Activate prior knowledge, build background knowledge as needed, and make connections.

C. Apply the reading process to check, monitor, and improve focus.

D. Assess and modify application of the reading process.

IV. Vocabulary

A. Apply vocabulary building and word study strategies.

B. Utilize college-level, discipline-based vocabulary.

C. Evaluate effectiveness of vocabulary acquisition, comprehension, and usage.

V. Metacognition

A. Measure growth through pre and post testing.

B. Monitor comprehension and clarify meaning.

C. Assess performance on paired-course content.

D. Critique and adjust strategy usage appropriately.

Content Outline and Competencies:

I.  Pre-Evaluations

A. Take the pre-assessment and interpret the results.

B. Identify areas for improvement and review.

II.  Learning Principles

A. Discuss how humans process college-level information.

B. Discuss the levels of the processing approach to learning and remembering.

III. Overview of the College Study Strategies

A. Explain the rationale for using the College Study Strategies.

B. Trace the development of the College Study Strategies.

C. Discuss the validation of the College Study Strategies.

IV. Components of the Effective Teaching/Learning Model

A. Discuss the components of the Effective Teaching/Learning Model.

B. Explain the generalization of the learning model.

V. College Study System

A. Apply the Textbook Strategies involving multiple passes through the assigned chapter.

1. Survey the chapter

2. Survey the text's study aids

3. Read for content acquisition

4. Make reading notes

B. Apply the Listening/Lecture Notes Strategy.

1. Prepare for listening to lectures.

2. Differentiate hearing vs. listening.

3. Apply effective note-taking techniques.

C. Apply the Integration Strategy.

1. Use textbook organization for clarifying relationships.

2. Consolidate text and lecture notes using objectives.

3. Use test preparation strategies.

D. Apply the Test Taking Strategies.

1. Read and listen for directions.

2. Estimate time for each test section.

3. Systematically answer test items.

4. Check for completeness and clarity.

VI. College Study Strategies Application and Generalization

A. Apply the College Study Strategies to the concurrent course.

B. Describe methods for applying the College Study Strategies to other courses.

VII. Post-Evaluations

A. Take the post-assessment and interpret the results.

B. Identify areas for continued improvement.

Content Outline and Competencies:

I. Pre-Evaluation

A. Take the pre-assessment and interpret the results.

B. Explain one's own current knowledge and use of memory techniques.

II. Interpretation and Evaluation  of Results

A. Identify strengths of one's own current use of memory techniques.

B,  Identify weaknesses of one's own current use of memory techniques.

III.  Fundamentals of Memory

A. Explain acquiring information.

B. Explain storing information.

C. Explain recalling information.

IV.  Time and Task Management Techniques

A. Discuss time and task management techniques related to learning and remembering information.

B. Use the time monitor and time plan.

V. Components of the Effective Learning Model

A. Discuss the components of the Effective Learning Model including the describe, model, check for comprehension, guided practice, independent practice and master components.

B. Explain the generalization of the Effective Learning Model.

VI. Techniques for Acquisition of Information

A. Apply the techniques for acquiring information.

1. Frameworking

2. Patterns of thinking

     B. Apply the strategies for organizing academic information.

1. Outlining

2. List making

3. Idea mapping

VII. Techniques for Storage of Information

A. Apply mnemonics for storing information.

1. Acronyms

2.  Acrostics

3. Comparison techniques

     B.  Apply association techniques for storing information.

1. Imaging

2. Peg words

3. Loci

VIII. Techniques for Retrieval of Information

A. Apply the techniques to improve retrieval of information.

1. Questioning

2. Reciting

     B.  Apply techniques to improve consolidation of memory for retrieval.

3. Assessing/recycling

4. Reconstructing

IX. Memory System Application

A. Develop a learning plan using the memory techniques.

B.  Apply the learning plan to course materials.

1. Use the time and task management techniques.

2. Evaluate effectiveness of time management and memory techniques.

X. Post-Assessment

A. Take the post-assessment and interpret results.

B.  Evaluate the post-assessment results.

Content Outline and Competencies:

I. Pre-Assessment

A. Take the pre-assessment and interpret the results.

B. Explain one's own current knowledge and use of exam strategies.

C. Identify strengths and weaknesses in one's own current use of exam strategies.

II. Test Errors and Their Causes

A. Analyze test errors using the AFTER strategy.

B. Analyze test errors using the results from the pre-assessments.

C. Explain causes of test errors.

III. Solutions to Test Errors

A. Determine and explain preferred learning style.

B. Explain classroom teaching styles.

C. Identify classroom setting demands.

D. Analyze one's own test preparation techniques.

E. Analyze one's own time management techniques.

F. Practice systematic test preparation techniques.

G. Practice the Aggressive Review Strategy.

H. Practice the Test Taking Strategy.

IV. Solution(s) and Plan Creation

A. Set a goal for improving test performance.

B. Choose solution(s) that will help improve test performance.

C. Create a test performance improvement plan.

V. Plan Implementation and Progress 

A. Use the test performance improvement plan in a concurrent course.

B. Determine progress of the plan as it is implemented.

VI. Plan Evaluation

A. Analyze the effectiveness of the test performance improvement plan.

B. Discuss adaptations of the plan to other concurrent courses.

VII. Post-Assessment

A. Take the post-evaluation and interpret the results.

B. Relate the results of the post-assessment to the test performance improvement plan.

Content Outline and Competencies:

I.  The Reading Process 

A. Explain the stages of the reading process (before, during, and after reading).

B. Apply strategies that support comprehension and focus.

C. Evaluate effectiveness of strategies for improving understanding.

D. Create a personalized reading study plan.

E. Apply the reading process to check, monitor, and improve focus.

II. Strategies for Academic Texts

A. Use strategies for previewing and activating prior knowledge.

B. Identify author's purpose and establish a personal purpose for reading.

C. Locate main ideas and supporting details.

D. Recognize patterns of organization in academic writing.

E. Apply annotation, note-taking, and summarization techniques.

F. Evaluate sources for credibility, tone, bias, and inferences.

G. Strengthen vocabulary knowledge.

H. Choose appropriate strategies to match purpose, text type, and personal reading needs.

III. Reflection and Growth

A. Measure progress using pre- and post-assessments.

B. Reflect on reading strategy usage with academic texts.

C. Critique effectiveness of personal strategies for comprehension.

D. Revise personal reading study plans based on reflection and results.

Content Outline and Competencies:

I. Analyzing Learning Tasks

A. Break complex learning assignments into manageable components.

B. Identify specific academic demands across various course types.

II. Cognitive Levels and Academic Rigor

A. Identify and describe levels of cognition using Bloom’s Taxonomy.

B. Distinguish between lower-order and higher-order thinking tasks.

C. Predict college-level exam questions and formulate answers.

III. Learning Theories and Personal Preferences

A. Compare and contrast established learning theory models and instruments.

B. Evaluate the reliability and limitations of learning assessments.

C. Identify one’s learning preferences using multiple instruments.

D. Compare personal learning preferences with teaching strategies commonly used in college courses.

IV. Academic Techniques and Strategy Matching

A. Apply input strategies, such as reading, note-taking, and question generation.

B. Use organizational tools, including outlines, concept maps, and planners.

C. Implement memory techniques, such as mnemonics and visualization.

D. Match appropriate learning strategies to academic tasks and settings.

V. Evaluating and Using Digital Tools

A. Assess educational apps and software for organization, note-taking, and study.

B. Select appropriate digital tools to support individual learning needs.

VI. Learning Plan Development

A. Generate a personalized learning plan based on task analysis and goals.

B. Implement and monitor a structured learning plan across courses.

C. Evaluate the effectiveness of learning strategies and outcomes.

D. Revise and adapt the plan as needed for new academic challenges.

VII. Academic Planning and Success Pathways

A. Identify academic strengths, interests, and career goals.

B. Research program and major requirements for selected fields.

C. Design a multi-semester educational plan aligned with long-term goals.

Content Outline and Competencies:

I. Career Interest and Development

A.   Identify career interest area.

B. Identify goals for experiential learning.

C. Assess personal skills and knowledge in areas of interest.

D. Develop goals for the practicum experience.

E.  Identify technology and skills needed for career development.

II. Learning Opportunities

A. Create and revise professional documents.

B. Develop professional profile documents.

C. Analyze internship, job shadowing, leadership, and service-learning opportunities.

D. Identify career opportunities in areas of interest.

III. Professional Growth

A. Define experiential learning.

B. Create experiential learning plan.

C. Demonstrate interviewing and workplace skills.

D. Practice workplace skills in experiential learning opportunities.

E. Assess and revise career plan.

IV.  Application of Experiential Learning Opportunities

A.  Define experiential learning.

B. Create experiential learning plan.

C. Demonstrate interviewing and workplace skills.

D. Evaluate work skills and identify areas for improvement.

Content Outline and Competencies:

Because of the nature of a Special Topics course, the course content outline and competencies will vary, depending on the special topic being offered. In order to maintain course consistency, rigor and uniqueness, each section of this course first must be reviewed and approved by the College Success faculty prior to its being offered.